Resource-Person-Mediated Instruction and Secondary Students’ Learning Outcomes in Yorùbá Orature: A Culturally Responsive Education

There is an ongoing global call for culturally responsive pedagogy that helps promote inclusivity in education. Yet, indigenous languages and literature are heavily marginalized in Nigeria’s Western education system. For instance, many students have poor learning outcomes in Yorùbá orature due to the negative effects of Westernization and the overdominance of the English language. Therefore, this study aimed to design and test the effects of a resource-person-mediated instruction as a form of culturally responsive education on junior secondary students’ learning outcomes in Yorùbá orature. This research used a mixed-method (QUAN + qual) research design, with a pre-test–post-test one group quasi-experimental research design and focused group discussion (FGD) with participating students. This study found a significant difference in students’ pre-test and post-test measures in the knowledge of Yorùbá orature, attitude to Yorùbá orature, and motivation for Yorùbá orature. The prevailing themes from students’ FGD were that the use of resource-person mediated instruction promoted active instructional engagement, cultural motivation, and socio-cultural competence. This article concludes that intervention through resource-person mediated instruction is a culturally responsive education capable of making students culturally competent and socially relevant. Yorùbá language teachers should adopt this instruction to improve their students’ learning outcomes in Yorùbá orature.